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INDONESIA
Islamic Studies in the World
Published by Yayasan Adra Karima Hubbi
ISSN : 30483980     EISSN : 30484146     DOI : 10.70177/islamicstudies
Core Subject : Religion,
Religion
Journal Islamic Studies in the World is a high-quality, open-access, peer-reviewed journal that aims to publish innovative and impactful research in Islamic Studies. The journal serves as an academic platform for scholars, researchers, and practitioners to exchange ideas, explore contemporary issues, and contribute to the advancement of knowledge in the field of Islamic Studies.
Arjuna Subject : Umum - Umum
Articles 6 Documents
 1 
Search results for , issue "Vol. 2 No. 6 (2025)" : 6 Documents clear
Islamic Feminism in Indonesia: An Analysis of the Discourse on Gender Equality by the ‘Ulama Perempuan’ (Female Ulama) Congress Zakka, Umar; Nizam, Zain; Farah, Rina
Islamic Studies in the World Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v2i6.2582

Abstract

Background. The emergence of Islamic feminism in Indonesia represents a significant redefinition of gender discourse within an Islamic framework. This study explores how the Kongres Ulama Perempuan Indonesia (KUPI) constructs and disseminates ideas of gender equality rooted in Qur’anic hermeneutics, Islamic jurisprudence, and social justice principles. Purpose. The research aims to analyze the theological, sociocultural, and political narratives articulated by female ulama to promote gender-inclusive interpretations of Islam. Method. Using a qualitative approach based on critical discourse analysis, the study examines official congress documents, public sermons, and media statements produced during and after the congress sessions (2017–2022). Results. The findings reveal that KUPI reframes gender equality not as a Western liberal import but as an authentic Islamic ethical imperative grounded in rahmatan lil ‘alamin values. Female ulama reinterpret classical texts to challenge patriarchal readings and advocate for women’s leadership, protection from gender-based violence, and equitable religious authority. Conclusion. The study concludes that Islamic feminism in Indonesia represents a contextualized form of theological activism that bridges Islamic scholarship, social advocacy, and policymaking, thereby expanding the epistemological boundaries of gender justice within the Muslim world.
The Sociology of the “Hijrah” Movement Among Indonesian Urban Professionals and Celebrities: A Quest for Pious Modernity Wijaya, Wijaya; Mariam, Siti; Omar, Rina Haji
Islamic Studies in the World Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v2i6.2583

Abstract

Background. The “Hijrah” movement among Indonesian urban professionals and celebrities represents a contemporary form of Islamic revivalism shaped by the intersections of faith, modernity, and social identity. This study investigates how participants in this movement construct and perform piety within the context of urban consumer culture and digital visibility. Purpose. The research aims to explore the sociological dynamics underlying their motivations, networks, and self-representations as expressions of a quest for “pious modernity. Method. Using a qualitative ethnographic approach, the study combines in-depth interviews, participant observation, and digital ethnography across Jakarta, Bandung, and Surabaya from 2023 to 2024. Results. Findings reveal that the hijrah phenomenon is not merely a religious transformation but also a form of social repositioning and identity negotiation in response to moral uncertainty in modern life. Hijrah communities utilize social media, fashion, and entrepreneurial ventures to embody Islamic ethics while remaining embedded in urban capitalist systems. Conclusion. The study concludes that the hijrah movement exemplifies a hybrid religiosity merging spiritual authenticity with middle-class aspirations thereby illustrating the ongoing negotiation between Islam and modernity in Indonesia’s post-reform urban culture.
The Prophetic Pedagogy: Implementing Al-Ghazali’s Principles of Moral Psychology for Character Education in Islamic Schools Hassan, Mustafa; Ibrahim, Zaid; Ali, Amira
Islamic Studies in the World Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v2i6.3018

Abstract

This study examines the application of Al-Ghazali’s principles of moral psychology to contemporary character education within Islamic schools. The research is grounded in the concern that modern Islamic education often emphasizes cognitive and ritual learning while neglecting the cultivation of spiritual-ethical dispositions central to the prophetic educational tradition. Al-Ghazali’s framework, which integrates the purification of the heart, habit formation, and reflective self-discipline, provides a comprehensive moral psychology capable of strengthening holistic character development. The study aims to identify how Al-Ghazali’s concepts—such as tazkiyat al-nafs, disciplined habituation, and the alignment of knowledge with moral action—can be operationalized as pedagogical principles for classroom practice. The research adopts a qualitative design, using document analysis of Ihya’ ‘Ulum al-Din and Ayyuha al-Walad, thematic coding, and semi-structured interviews with Islamic education practitioners and curriculum developers in selected schools. The findings indicate that Al-Ghazali’s moral psychology can be translated into three core pedagogical domains: (1) emotional-spiritual formation through reflective and contemplative learning, (2) character habituation through structured routines and guided moral practice, and (3) moral reasoning development that connects knowledge to ethical decision-making. Schools that implement these principles demonstrate higher consistency between instructional content, teacher modeling, and student character outcomes. The study concludes that prophetic pedagogy grounded in Al-Ghazali’s moral insights offers a transformative framework for character education, bridging classical Islamic psychology with modern educational needs. The findings highlight the necessity of integrating spiritual affect, moral cognition, and ethical practice into a unified pedagogical model for Islamic schools.
Fostering a ‘Rahmah’ (Mercy) Environment: An Inclusive Learning Model for Students with Special Needs in Islamic Primary Schools Al-Harthy, Ahmed; Al-Mashani, Mariam; Al-Hosni, Nasser
Islamic Studies in the World Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v2i6.3019

Abstract

This study explores the development of an inclusive learning model grounded in the Islamic value of rahmah (mercy) to support students with special needs in Islamic primary schools. The research is situated within the growing concern that many Islamic schools emphasize cognitive achievement and religious ritual proficiency while lacking structured frameworks that address the diverse developmental, emotional, and cognitive needs of children with disabilities. The concept of rahmah, rooted in Qur’anic and prophetic traditions, provides a powerful ethical foundation for rethinking inclusion as a moral, pedagogical, and communal responsibility rather than a technical intervention. The study aims to design and examine a rahmah-based inclusive learning model that integrates Islamic ethical principles with contemporary special education practices. A qualitative design was employed, combining document analysis of Islamic educational guidelines, observation of classroom practices in three Islamic primary schools, and semi-structured interviews with teachers, parents, and inclusion coordinators. Data were analyzed using thematic coding to identify pedagogical, emotional, and organizational components of rahmah-driven inclusion. The findings reveal that an effective rahmah environment requires three core elements: compassionate teacher-student interaction rooted in empathy and dignity; differentiated instructional practices aligned with students’ abilities; and a supportive school culture that normalizes diversity through collaborative roles among teachers, peers, and families. Schools implementing these elements reported improvements in student engagement, emotional security, and social participation among learners with special needs.
Islamic Psychology Interventions for Enhancing Student Resilience and Mental Well-being in Modern Educational Settings Al-Mansoori, Ahmed; Al-Jassim, Mariam; Al-Sulaiman, Jasim
Islamic Studies in the World Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/isw.v2i6.3020

Abstract

This study examines the role of Islamic psychology interventions in strengthening student resilience and mental well-being in contemporary educational settings. Growing concerns about rising stress, anxiety, and emotional instability among students highlight the need for culturally grounded and spiritually informed mental health support. Islamic psychology, with its integrative view of the human soul (nafs), cognition, emotion, and spiritual consciousness, offers a holistic framework that complements modern psychological approaches. Concepts such as tawakkul (trust in God), sabr (patience), dzikr (mindfulness of God), and emotional self-regulation rooted in prophetic tradition provide alternative pathways for promoting resilience and well-being. The study aims to identify effective Islamic psychology-based interventions and evaluate their relevance and applicability within modern school contexts. A qualitative design was used, involving document analysis of classical and contemporary Islamic psychology literature, thematic analysis of intervention models, and semi-structured interviews with Islamic psychologists, school counsellors, and educators. The multi-source data allow for an in-depth exploration of both theoretical foundations and practical school-based applications. The findings indicate that Islamic psychological interventions enhance resilience through three primary mechanisms: strengthening spiritual coping strategies, cultivating emotional regulation through reflective practices, and reinforcing positive self-concept grounded in divine purpose. Schools implementing these approaches report improvements in students’ stress management, interpersonal relationships, and overall emotional well-being. The study concludes that integrating Islamic psychology into school-based mental health programs provides a culturally responsive and spiritually enriching alternative for student support. The findings highlight the potential of Islamic psychological principles to bridge faith-based values and contemporary mental health needs in diverse educational environments.
Integrating Artificial Intelligence in Islamic Religious Education and Its Impact on Students’ Learning Motivation Abbas, Ibnu; Khosiin, Khamam; Khairiyah, Khairiyah
Islamic Studies in the World Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Background. The increasing use of artificial intelligence (AI) in education has created new opportunities for more interactive and flexible learning environments. In Islamic Religious Education (IRE), AI offers innovative ways to access and understand religious knowledge, yet its influence on students’ learning motivation requires further investigation. Purpose. This study aimed to examine how the integration of artificial intelligence in Islamic Religious Education affects students’ learning motivation at SMK Muhammadiyah Berau. Method.  A qualitative research design was employed using interviews, classroom observations, and document analysis involving teachers, students, and school administrators. The data were analyzed thematically to identify patterns of AI use and its impact on students’ motivation in IRE learning. Results. The findings indicate that AI supports students’ understanding of Islamic concepts by providing clearer explanations and learning assistance, which increases their confidence and participation in classroom activities. AI also encourages students to explore religious materials more actively. However, some students tend to rely too heavily on AI-generated answers, which can reduce critical thinking and reflective learning when not guided by teachers. Conclusion. The study concludes that AI can enhance students’ learning motivation in Islamic Religious Education when it is implemented with appropriate pedagogical guidance and ethical awareness. Teachers and schools play a crucial role in ensuring that AI is used to support meaningful, responsible, and value-based learning.

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